Challenges And Functions Of Specialists Of The Regional Psycho-Pedagogical Support Centers In Armenia’s Transition To Universal Inclusion

Abstract

In this article, we present the operational mechanisms of the inclusive education system in the Republic of Armenia, ongoing legislative changes, and preparatory activities towards achieving universal inclusivity by 2025. Within the context of Armenia's transition to universal inclusivity, we studied the functioning of regional psycho-pedagogical support centers (RPPSC) and the quality of services provided in Tavush, Lori, and Syunik regions. The study was conducted using observation, questionnaire surveys, and interviews. Participants included 1040 teachers, 740 parents, and 220 professionals from support services. The quality of professional services provided by special educators, social pedagogues, and psychologists, the specifics of creating individual educational plans for children requiring special educational conditions, existing difficulties, problems faced by teachers and teacher assistants, and the role of parents in inclusive education processes has been examined.

The findings of the study indicate that the quality of support services provided by specialists in schools and RPPSC cannot be considered sufficient. Constructive collaboration issues exist among supporting specialists, parents, teachers, and teacher assistants. The lack of narrowly specialized special educators in both schools and RPPSC is particularly concerning.

The study concluded that schools in the mentioned three regions of Armenia, even almost decade later, are not prepared for universal inclusion. According to all respondents, the existing school education system is incompatible for children with medium, severe, and profound educational needs, various emotional and behavioral disorders, or certain severe forms of autism, making an alternative model of inclusion essential for these children. Another important finding and conclusion is that while promoting universal inclusion ideology and transitioning to this educational system, the rights of children without special educational needs are neglected, despite emphasizing and valuing the rights of those who do.